2019 Annual Conference

Adult Basic Education and Literacy Education

Poster (60-90 minutes)

This presentation focuses on innovative practices for adults with intellectual disabilities. After years of diminished opportunity for failure to make adequate progress, these adults ‘age out’ of academic services entirely at age 22, unable to challenge themselves intellectually--never experiencing the joy of learning, but rather only spirals of perseverative anxiety.

The target audience includes those who believe everyone deserves to experience the joy of learning: College Administrators, Special Educators, Social Service Providers, Tutors. While college programs for people with Downs Syndrome and other intellectual disabilities (IDs) have criteria that define a minimum level of intellectual functioning, we need academic programming for everyone. Colleges need to prepare educators to challenge every learner. Anyone interested in developing academic programming for adults with IDs to complement the arts, sports, and respite services provided by social welfare agencies is welcome. 

Participants will learn about the need to advocate for guided intellectual challenge at every level of intellectual functioning.
Participants will learn about the neuropsychology of a balanced brain for mental and social emotional health.
Participants will discover a depth of intellectual development at any age and capability that enhances the quality of life and human dignity for every student.
Participants will learn about the importance of all the Multiple Intelligences when designing service plans for our most vulnerable clients.
Participants will be given resources to train tutors to provide individual education services appropriate to adults with serious intellectual disabilities.

Reading tutoring has been referred to as academic therapy, such is the positive effect on mood and well-being for my clients. After years of “life skills” and drills, return to the rewarding academic activities of their childhood brings a renewed confidence that is manifested in greater communication and interaction with family and friends, engagement in the community, and self-advocacy-- human rights. This session presents the techniques I use for enriching the lives of my clients and their families. It addresses the lack of ---and obstacles to---intellectual challenge for those with limited intellectual functioning. First, federal dollars restrict academic activities in adult day programs, because these are not academic settings. Second, where funding exists, offerings favor arts and sports activities. Third, families must choose between respite care and all other services, rarely encouraged to consider tutoring. Fourth, Language Based Learning Disability (Dyslexia) requires a high IQ. The latest special needs reading techniques are not consistently employed for ‘slower’ learners, and students are dropped from services for lack of adequate progress against arbitrary standards. Fifth, college programs for adults with Downs Syndrome and others have criteria that define a minimum level of intellectual functioning, so my clients would not qualify. 

The poster session and the concurrent session will include handouts with resources for developing programs for effective individualized tutoring.  With a brief overview and a few anecdotes, the need and possibilities for guided intellectual challenge will be presented. Questions will be answered as time allows. The concurrent session would have a PowerPoint presentation that would expand on the poster.